Education Cluster Strategy 2016-2017

Cluster lead agencies: United Nations Children's Fund (UNICEF) Save the Children International

2016 Government partner: Ministry of Education, Education in Emergency Committee

Contact info : Gawad Moqbil Ahamed, Education Cluster Coordinator: 2017 [email protected] Jehan Bawazeer, Deputy Cluster Coordinator: Education Cluster [email protected] Strategy Ayman Al Azazi, Information Management Officer: [email protected]

March 2016 Yemen

# OF SCHOOLS # OF EDUCATION CLUSTER # OF SCHOOL-AGE DAMAGED/OCCUPIED/ PARTNERS DISPLACED CLOSED 55 1,600 1M

The Crisis in Yemen The conflict in Yemen has taken a severe toll on civilians. The escalation of the conflict beginning in March 2015 has “severely exacerbated Yemen’s pre-existing humanitarian crisis” and resulted in a drastic change of the education situation in the country. While Yemen has suffered from chronic underdevelopment and a series of localized conflicts, this level of emergency and the magnitude of its impact on children’s education as well as the schools and education facilities is beyond what the education sector was prepared to handle. Within the last three months of the school year 2014-2015, the conflict forced 3,584 schools to close, thus depriving around 1.84 million children from access to education. Displacement of families from unsafe areas to ones that are relatively safer is expected to put more pressure on the resources and limited facilities in host communities, thus increasing the need amongst them for emergency support in education. Due to the intensity of the conflict in Yemen, the country was declared an L3 emergency by the Inter-Agency Standing Committee on July 1, 2015.

Index

1. Situation Overview 1.1. Education overview 1.2. Yemen Education Cluster 2. Yemen Education Cluster 2.1. YEC Team 2.2. Partners roles and responsibilities 2.3. Partner experience & capacity 2.4. YEC structure 2.5. Core functions 3. Principles of the Strategy 3.1. Continuity and alignment 3.2. Harmonization 3.3. Evidence 4. Caseload and Prioritization 4.1. Defining the caseload 4.2. Geographic prioritization 4.3. Caseload figures 5. Yemen Education Cluster Response Framework 5.1. Introduction to the Framework 5.2. Objective 1: Access to safe, inclusive learning spaces 5.3. Objective 2: Access to alternative learning opportunities 5.4. Objective 3: Education in emergencies training 6. Operationalizing the Framework 6.1. Confronting operational constraints 6.2. Information gaps 6.3. Assessment 6.4. Inter-Cluster Coordination 6.5. Response times 6.6. Equity and inclusivity 7. Thematic Issues 7.1. Early Childhood Development 7.2. Classroom-centred Psychosocial Educational Support 7.3. Community mobilization & accountability 8. Monitoring 8.1. Monitoring and reporting YEC activities Monitoring plan 8.2. Yemen Education Cluster Monitoring Tool: Information flow 8.3. Monitoring and reporting occupation of schools and attacks on education 8.4. Information management and the Ministry of Education 9. Resources

Acronyms ECD Early Childhood Learning ECMT Education Cluster Monitoring Tool SDR Secondary Data Review IDP Internally Displaced Person HRP Humanitarian Response Plan HNO Humanitarian Needs Overview HCT Humanitarian Country team MOE Ministry of Education GEO Governorate Education Office DEO District Education Office

EiE Education in Emergencies HPC Humanitarian Program Cycle IASC Inter-Agency Standing Committee ICCM Inter-Cluster Coordination Mechanism (OCHA) INEE Inter-agency Network for Education in Emergencies OCHA Office for the Coordination of Humanitarian Affairs (United Nations) PFA Psychosocial Educational Support TC Temporary Classroom YEC Yemen Education Cluster

1. Situation Overview

1.1 Education overview Yemen is one of the poorest countries in the Middle East and ranks 154 of 187 countries on the Human Development Index. Over the past 40 years, Yemen has performed relatively well in expanding formal education opportunities, but important challenges remain. Enrolment at all levels has improved substantially and illiteracy was halved from 90 per cent in 1973 to 45 per cent in 2004 (World Bank, 2010).

Yemen continues to struggle with low education indicators both in terms of access and quality. Despite a reported increase in net enrolment of over 17% within the past decade (from 62.5% in 2004 to 79% in 2013), over 1.6 million children of school age still lacked access to education, with considerable disparities across gender, social status and geographical location. Disruption of schooling, displacement, occupation and use of schools for shelter or for military purposes as well as damages to schools have been on the rise. Even prior to the most recent and fiercest wave of violence that began in March 2015, already over 500 schools had been in need of rehabilitation, reconstruction or repair to restore functionality and become safe and suitable for learning.

1.2 Yemen Education Cluster (YEC) Since the Cluster approach was formally initiated in Yemen in 2009, the country has undergone major unrest and crises that require strong coordination of education activities at both the central and the governorate and district level. UNICEF and Save the Children co- lead the Yemen Education Cluster (YEC), modelling the global co-lead arrangement, with overall support being given to the newly established Education in Emergency Committee of the MoE. Since the context of emergency in Yemen, the Education Cluster has been working closely with the MoE to track the impact of the conflict on education and ensure that measures are taken to minimize the negative consequences on children’s right to education. The overarching goal of the Education Cluster will be to ensure access to safe, equitable and quality education and to strengthen the capacity of the education system and communities to deliver a timely and evidence-based education response. The cluster will ensure strong partnership at community level through its sub-national cluster coordination mechanisms in order to reach the set targets.

2. Yemen Education Cluster Coordination

2.1 YEC Team The YEC is coordinated centrally by a team of experienced coordination specialists. The team consists of Cluster Coordinators from both Cluster Lead Agencies, Save the Children and UNICEF, as well as an Information Management Officer from UNICEF. The YEC team is responsible for facilitating the coordination of partners by ensuring the Cluster Core Functions are maintained (Functions). The YEC team also maintains inter-cluster coordination with other sector-specific Clusters and Areas of Responsibilities (Inter-Cluster). As the central coordination unit for EiE in Yemen, the YEC team develops and maintains relationships with the Humanitarian Country Team, the Ministry of Education and the Global Education Cluster.

2.2 Partner roles and responsibilities

Led by the MoE, Save the Children and UNICEF, the YEC is comprised of partners who implement EiE programming in Yemen. Partners work towards multi-lateral coordination through the YEC through the following means: » Adhering to YEC endorsed standards in the design and implementation of EiE programming (Framework); » Maintaining regular attendance at Cluster meetings at the national and sub-national level (Structure); » Reporting EiE activities on a monthly basis using the Education Cluster Monitoring Tool (ECMT) (Monitoring) » Communicating with YEC team

2.3 Partner experience & capacity The YEC is currently comprised of 55 partners working throughout Yemen with 21 registered with OCHA. Eight of these partners are part of the 2016 HRP. At the national level the YEC is based in Sana’a with four education clusters at the sub national level in Aden, Ibb and still to be activated in Sa’ada and Al Hudaydah. Almost half of these UN, INGOs and NGOs have more than 3 years of experience implementing education programs, 25% of them in Yemen. Few organizations have no previous experiences in EiE programming. In 2015 8 YEC partners reached 637,000 people (70%) out of 916,000 people targeted in the HRP 2015.

2.4 YEC structure

2.5 Core functions of the Education Cluster 1. Support Service Delivery: ▪ Ensure partners have a platform that grounds service delivery in YEC strategy. ▪ Develop mechanisms to eliminate duplication of activities. 2. Inform the Humanitarian Coordinator/Humanitarian Country Team’s Strategic Decision Making: ▪ Prepare assessment and analysis of gaps to inform prioritization. ▪ Identify and find solutions to gaps, obstacles and duplication while considering cross-cutting issues. ▪ Formulate humanitarian priorities at the inter-sector level through analysis. 3. Plan and Implement YEC Strategy:

▪ Through consultation with partners, develop YEC plans and strategy that contribute to overall humanitarian strategic objectives. ▪ Develop, apply and adhere to standards and guidelines including contextualization of those developed at the global level. ▪ Clarify funding requirements for the EiE Sector. 4. Monitor and Evaluate Performance: ▪ Report activities conducted by partners and monitor needs through stakeholders. ▪ Measure progress against YEC strategy and targets. ▪ Recommend corrective action where necessary. 5. Build National Capacity in Preparedness and Contingency Planning: ▪ Within existing frameworks, work with the MoE to ensure preparedness and contingency plans exist and are updated regularly. 6. Support Robust Advocacy: ▪ Identify concerns and contribute key information and messages to the HC/HCT ▪ Undertake advocacy on behalf of the YEC partners, the YEC as a collective and on behalf of affected children in Yemen.

3. Principles of the Strategy

3.1 Continuity and alignment The activation of the YEC was done in consideration of the circumstances that face Yemen today including the constraints facing government. This in mind the YEC Strategy was developed to align with and support longterm development planning and government initiated emergency response by MoE. The YEC has and maintains an Alignment Matrix that outlines the way by which the strategy supports these plans. In specific, care was taken to link YEC objectives and activities with: The Ministry of Education of Yemen Emergency Plan and The Ministry of Education of Yemen Sector Plan

The YEC also operates within a larger, inter-sectoral humanitarian response coordinated by the United Nations Office for the Coordination of Humanitarian Affairs (OCHA). Considering the criticality of operating within the Inter-Cluster Coordination Mechanism and within the Humanitarian Program Cycle, the YEC has also aligned the YEC Strategy with the Yemen Humanitarian Response Plan (YHRP).

3.2 Harmonization With multiple agencies responding at once, it is critical that there is common understanding and agreement in

5 geographic and thematic areas. Through information sharing, management and analysis, the YEC works to mitigate duplication and in so doing, build holistic interventions for the greatest number of children.

The following criteria have been developed for the purpose of aligning and prioritizing YEC partner projects. The foundation of these are Q(a) which ensures projects align with the response framework (framework) and Q(c) which ensures projects are founded in documented needs. These criteria can be used during peer review of projects, but are also a guide for the development of projects outside of strategic planning processes. This will help partners plan so that all EiE programming aligns well with the YEC strategy and standards.

Q (a): Does the project meet all of the following Criteria. a. The project directly contributes to the Cluster objectives (See Cluster “Framework”) b. The project is based on documented needs (evidence-based). c. The organization agrees to participate in Education Sector at national or state level including regular reporting. YES / NO d. The organization has the capacity to implement the proposed actions. e. The project prioritizes the 16 most affected governorates. f. The project adheres to the YEC standards for implementation. IF YES, Continue to score on criteria listed below IF NO, This submission will not be accepted as is, please revise before continuing below. Q (b): The project targets IDPs and the governorates with the highest % of displaced based on 1 2 3 4 5 documented needs Q (c): The project is based on a sound evidence base of documented needs. 1 2 3 4 5 Q (d): Project budget and timeline are feasible and realistic. 1 2 3 4 5 Q (e): Has experience implementing EiE or strong education programming. 1 2 3 4 5 Gender Marker (no project sheet scoring a 0 will be considered) 2a or 2b 1 or 0 Other CLUSTER Criteria to Consider:  Inter-sectoral emphasis  Realistic ability to scale up / expand  Registered under the government / good standing in the community  Innovative approaches

3.3 Evidence The YEC recognizes the importance of building an evidence-based strategy and keeping implementation informed by consistent review. For this purpose the YEC keeps a secondary data review (SDR) database of regularly updated with newly available information, including assessment data. This will maintain a clear, detailed and up- to-date analysis of the education situation in Yemen including information gaps (Information Gaps). The SDR will continually inform decision-making for preparedness and emergency response, will help design subsequent education needs assessment and provide a baseline to which compare the data primary collection results.

An initial analysis of available data was conducted in March of 2016 to inform this Strategy. Please contact the YEC team if you would like to access any information from this database. Data can be made available based upon INEE Domain, geography and thematic issue such as attacks on learning.

Key Documents from the SDR as of March 2016 Geographic areas Lead agency Date published Title or Subject Nationwide OCHA Nov, 2015 Humanitarian Needs Overview, 2016 Nationwide OCHA Jan, 2016 Humanitarian, Response Plan 2016 Nationwide IASC Jan, 2016 Response to the Yemen Crisis Nationwide OCHA Aug, 2015 Yemen Humanitarian Response, 2015 Nationwide OCHA Feb, 2015 Humanitarian, Response Plan 2014-15 Nationwide UNICEF 2016 Humanitarian Action for Children

Nationwide OCHA 2015 Contingency Plan Ibb Education Cluster 2015 Ibb Governorate Field Mission Report Taiz UNHCR Oct, 2015 In depth Protection Assessment Ibb (IDPs) DHAid 2015 IDP’s Needs Assessment Taiz Islamic Help Oct, 2015 Multi- sector Initial Rapid Assessment Aden Education Cluster 2015 Joint Education Needs Assessment Nationwide (IDPs) Protection Custer Feb, 2016 Displacement Tracking Matrix Nationwide (IDPs) UNHCR Jan, 2016 Mixed Migration Update Nationwide Education Cluster Mar, 2016 Affected School Update Nationwide (IDPs) Education Cluster Mar, 2016 Tracking of IDPs school aged children Nationwide UNICEF Feb, 2016 Humanitarian Situation Report

4. Caseload and Prioritization

4.1 Defining the caseload School Age: In agreement with the MoE of Yemen, the YEC has determined that all children from age 3-18 should be considered of school-age. This includes ECD, primary and secondary education and is inclusive of alternative learning opportunities. All learning programs should strive for equity and inclusivity (Equity and Inclusivity).

Separating chronic from acute: The YEC is a temporary coordination body that is meant to support the Yemen education sector during emergency and through transition back to a stable development footing. As such, the YEC aims to target only emergency interventions that support long-term development but do not duplicate development activities. The YEC, therefore, has targeted learners who have lost access to learning due to the conflict as opposed to simply targeting out of school children. This helps to set a clear benchmark between the enormity of need in the development sector and the need as created from the emergency.

IDPs and Host: The YEC recognizes the particular vulnerability of IDPs and aims to provide EiE services to all IDP children. Further, the YEC also understands the impact that displacement may have on host communities where further population may stress already limited resources. For this reason the host community will also be targeted to limit the impact of displacement on all.

4.2 Geographic prioritization Based on both, the Humanitarian Need Overview (HNO) and a consultation survey with YEC partners 16 most affected Governorates were identified considering the severity of need and priority for intervention. This finding was corroborated with data from the Task Force on Population Movement 7th Report (February 2016), the Inter- Agency Standing Committee’s Operational Peer Review (February 2016) and the severity ranking from the 2016 Humanitarian Needs Overview (November 2015). The map below shows the YEC’s prioritized Governorates.

4.3 Caseload figures Most Affected Pre-crisis enrolment in the top 16 affected governorates 4.6 M Host community defined by 1:1 ratio1 of IDPs residing in the 6 less affected governorates (NOT in top 16) 0.1 M Pre-crisis # of teachers in top 16 affected governorates 0.2 M Learners and teachers most severely affected by the conflict 4.9 M

Most In-Need All IDPs of school age (3-18) 1.0 M 1:1 Hosting community in the less affected governorates 0.1 M The estimated # of non-displaced children previously enrolled in governorates which 1.9 M have more than 10% of their populations displaced2 Learners most in-need of Education in Emergencies interventions 3.0 M

1 The ratio of 1:1 is used to estimate the average impact in terms of # affected on a host community 2 There are six governorates that have more than 10% of their populations displaced: Sa'ada , Taizz, Marib, Sana'a, Hajjah, Amanat Al Asimah

5. Yemen Education Cluster Response Framework 5.1 Introduction to the framework: The following framework outlines the YEC Objectives, Activities and Indicators. These have been developed based upon needs as derived through consultation with partners, secondary data review, and inter-cluster prioritization. The framework that follows is arranged in the following progression:

5.2 Standards The YEC is a grouping of individual agencies that respond simultaneously to emergency. As such, standards are necessary to ensure qulaity and coordinated response across Yemen.

The standards which follow each objective were derived from existing MoE standards when available and appropriate, contextualized through consultation with YEC partners, and aligned to meet international standards for education in emergencies. Meeting these standards during implementation, can help the YEC progressively develop a uniform response for Yemeni children. Importantly, this means that implementing agencies should only report activities to the YEC that meet the standards endorsed by the MoE and YEC partners (SEE: Monitoring).

5.3 Objective 1: The impact of the conflict in Yemen has been the destruction of schools, the occupation of learning spaces by armed groups and the use of classrooms for shelter by IDPs. This prevents children from attending to the learning. “As of March 2016, the number of schools totally damaged is 296, partially damaged is 773, schools hosting IDPs is 184 and occupied by armed groups is 23.” MoE School Status Update, March 2016

Supports Strategic Objective 3 (YHRP) Cluster Objective 1: All crisis affected girls and boys (3-18) have equitable access to safe, Ensure that all response activities inclusive and equipped learning spaces. promote equitable access to assistance for women, girls, boys and men. Outcome Indicator(s): Target 1.1. # of crisis affected girls and boys (3-18) with access to repaired and established safe

and inclusive classrooms with adequate WASH facilities 1.2. # of crisis affected girls and boys (3-18) provided with adequate school supplies

Activities Output indicator Target Activity outcome Target Emergency # of classrooms # of children with access repair of repaired to repaired classrooms classrooms with with adequate WASH adequate WASH # of learning spaces3 facilities facilities provided with adequate WASH facilities

Establishment of # of TCs established # of children with access temporary to TCs with adequate classrooms (TC) # of learning spaces WASH facilities with adequate provided with WASH facilities adequate WASH facilities

Provision of # of student desks # of learners benefitting basic furniture distributed from provision of basic to emergency furniture affected # of whiteboards classrooms distributed

Provision of # of learning supply # of learners benefitting learning supplies kits distributed from distributed to emergency learning supply kits affected learners

Provision of # of teacher kits # of teachers/( formal teaching distributed and volunteers ) supplies to benefitting from emergency distributed teacher kits affected teachers( formal

3 Learning space as used in this framework refers to the aggregate of the learning unit (e.g. classrooms at a school, temporary classrooms in an IDP site, etc.)

10 and volunteers )

Provision of # of early childhood # of learners benefitting early childhood learning kits from distributed early learning kits distributed childhood learning kits

Objective 1 Standards:

Activity Cluster Standard Source of Standard

Emergency - Classrooms should be repaired no more than 14 days from the - Cluster Survey repair of day of an incident (where security and access allows) - Ministry of Education classrooms with - 45 learners per 1 classroom - SPHERE adequate WASH - WASH: facilities o 30 girls per 1 latrine o 60 boys per 1 latrine o 3 litres of water per learner per day for drinking and handwashing - School fencing - Fire extinguisher/sand bucket

Establishment of - Classrooms should be established no more than 14 days from - Cluster Survey temporary the day of an incident (where security and access allows) - Ministry of Education classrooms - 45 learners to 1 classroom - SPHERE - WASH: o 30 girls per 1 latrine o 60 boys per 1 latrine o 3 litres of water per learner per day for drinking and handwashing - Fence - Fire extinguisher or sand bucket

Provision of - 2 learners per desk with bench - Ministry of Education basic furniture o Mats can be provided in lieu of desks when necessary (~1 - Cluster Survey to emergency square meter per learner) affected - 1 whiteboard, with markers and eraser, per classroom classrooms

Provision of Each learner should receive a minimum of: - Cluster Survey learning supplies - 5-10 exercise books per learner (500 – 700 pages per school to emergency year) affected learners - 10 pens/pencils per learner (per school year) - 1 carrier bag per learner - 1 ruler per learner - 1 pencil sharpener per learner If replenishment must occur to meet the above minimum, this is not reported as a separate distribution. Reporting should occur during initial distribution

Provision of Each teacher/volunteer should receive a minimum of: Cluster Survey teaching - 1 logbook supplies to - 3 notebooks for scoring, exams and classroom administration emergency - 1 box of 12 pens affected teachers( formal and volunteers )

Provision of Each kit should provide enough supplies for 40 learners and 1 early childhood teacher. Suggested kit content can be found in Annex 1 learning kits

5.4 Objective 2: The conflict in Yemen has closed schools and protection concerns have kept children from accessing learning, some for over a year. “Since mid-March 2015, due to the escalation of conflict and the closure of 3,584 schools, more than 1.84 million children were out of school, bringing the total school-aged population out of school to more than 3.4 million.” MoE School Status Update, March 2016

“Due to the conflict students missed the last three months of the 2014-2015 school year and later another 3 months of the new 2015/2016 school year. Girls, children in rural areas and ‘muhamasheen’ (marginalized minority) were disproportionately more affected than other groups…The children, whose schools needed more time to be restored and prepared to receive them, missed between 120-150 schooling days.” Education Cluster Joint Education Needs Assessment, Aden, 2015

Cluster Objective 2: When formal classes are unavailable, learning time has been lost, or Supports Strategic Objective learning spaces are inaccessible, crisis affected girls and boys (3-18) have the ability to 3 (YHRP) attend flexible, alternative learning opportunities. Ensure that all response activities promote equitable access to assistance for women, girls, boys and men. Outcome Indicator(s): Target 2.1. # of crisis affected girls and boys (3-18) with access to alternative learning opportunities

Activities Output indicator Target Activity outcome Target Training of # of teachers( formal # of learners with access to a teachers( formal and volunteers ) teacher trained in the and volunteers ) trained in alternative provision of alternative on provision of learning activities learning alternative learning

Provision of self- learning resources

For learning spaces repaired or established and supplies and furniture distributed for the purpose of provision of ALO, these activities will be reported under Education Cluster Objective 1.

Objective 2 Standards:

Activity Cluster Standard Source of Standard

Training of This activity involves training for the following types of alternative - Cluster Survey teachers( formal learning: and volunteers ) - Speed up program classes

on provision of - Community program classes alternative - self-learning activities learning Each training must include: - Classroom management - Early reading skills - Writing - Numeracy

When providing First Aid training, each teacher should be provided one First Aid kit each.

Each training consist of at least 25 learning hours

Provision of self- Self-learning materials should adhere to the MoE standard (TBD) - Ministry of Education learning resources

5.5 Objective 3: Children in Yemen are struggling to cope with the violence they have faced over the past year. They also remain at risk of the significant hazards that have developed as a result of the conflict. “Children are experiencing psychosocial and emotional distress, as they have been confronted with insecurity, fear, loss and displacement. Most children said that they feel scared and frightened when hearing shooting. Teachers observed that they have become more aggressive during classes.” Education Cluster Joint Education Needs Assessment, Aden, 2015

“According In 2015 children injuries and deaths due to unexploded weapons have increased dramatically.” January to November 2015, the Monitoring and Reporting Mechanism of Grave Violations of Child Rights (MRM)

Cluster Objective 3: Risks to all crisis affected girls and boys (3-18) are reduced through the Supports Strategic improved ability to cope with negative psychosocial effects and to limit the physical danger Objective: 2 (YHRP) presented by conflict. Promote and advocate protection, access and accountability to and for affected people. Outcome Indicator(s): Target 3.1. # of crisis affected girls and boys (3-18) with access to teachers trained in education in emergencies

Activities Output indicator Target Activity outcome Target Training of # teachers( formal # of learners teachers( formal and volunteers ) benefitting from a and volunteers ) trained in teacher/volunteer in education in Psychosocial trained in the emergencies Educational Support provision of Psychosocial Educational Support # teachers( formal and volunteers ) trained in mine risk # of learners education benefitting from a teacher/volunteer

trained in the # teachers( formal provision of mine risk and volunteers ) education trained in hygiene promotion # of learners benefitting from a teacher/volunteer trained in the provision of hygiene promotion

Training of # of community # of learners accessing community education councils schools with a education trained community education councils4 in council trained in education in education in emergencies emergencies

Training of # of student # of learners accessing student councils councils trained schools with a student in education in council trained in emergencies education in emergencies

Provision of # of recreational # of learners with recreational kits distributed access to recreational materials to materials emergency affected learners

Objective 3 Standards:

Activity Cluster Standard Source of Standard

Training of Education in Emergencies training must include a component of - Cluster Survey teachers( formal Psychosocial Educational Support and may also include and volunteers ) components on: in education in - Mine Risk Education emergencies - Hygiene Promotion - School based risk reduction

Each training must be at least 25 hours

Training of Education in Emergencies training must include a component of - Ministry of Education community Psychosocial Educational Support and may also include education components on: councils5 in - Mine Risk Education education in - Hygiene Promotion emergencies - School based risk reduction

Each training must be at least 8 hours

4 Parent Teacher councils (PTA), Father and Mother Councils (FMC) and education community committee 5 Parent Teacher councils (PTA), Father and Mother Councils (FMC) and education community committee

Training of Education in Emergencies training must include a component of - Ministry of Education student councils Psychosocial Educational Support and may also include in education in components on: emergencies - Mine Risk Education - Hygiene Promotion - School based risk reduction

Each training must be at least 4 hours

Provision of Each recreational kit should contain supplies enough for 40 - Ministry of Education recreational learners. A suggested kit is found in Annex 2 materials to emergency affected learners

6. Operationalizing the Framework

6.1 Confronting operational constraints Access is a significant concern for partners in Yemen in many parts of the country, particularly those governorates that border Saudi Arabia such as Sa’ada, Hajjah and Al Jawf. While YEC partners are able to operate to some extent in all affected governorates, access remains restricted for international agencies. The YEC urges international partners to coordinate with local agencies that may have stronger presence in affected communities to overcome this constraint and to develop sustainability. The YEC will also continue to coordinate with OCHA to expand presence in and around their operational field hub and to utilize the Access Monitoring and Reporting Framework to best inform partners about the level of access in potential areas of implementation.

Electricity remains a challenge in delivering safe and healthy learning-environments in Yemen. Particularly in the provision of appropriate WASH facilities in learning spaces, solar power represents a possible solution that can be explored in providing the power necessary to operate water pumps.

Self-learning and community-based education are considered key elements in confronting the constraints that have arisen due to the impact of the conflict. Utilizing best practice from leading agencies and guided by the MoE, self-learning and community-based learning programmes allow learners to access learning when it is not available in formal classrooms.

6.2. Information gaps In reviewing the available data and assessments on education in Yemen (Evidence), significant gaps were identified that must be addressed to inform a progressively more equitable, inclusive and holistic response. These areas should be considered by any partners considering assessment: » WASH in schools: as a core component of the YEC response and a critical element of any school, it is essential that the status and availability of latrines, hand-washing facilities and drinking water is known. » School equipment: with a significant number of schools damaged and destroyed in Yemen, better information is needed to determine what the impact has been on desks, benches, whiteboards and other school furniture and equipment. » Teaching and learning materials: considering closed and damaged schools as well as significant population movement, it is important that the YEC can better determine the extenuating need in terms of teaching and learning supplies. » Teaching staff: the most recent teacher data is two years old. It is important to better understand where the needs of teachers as well as where they are, where they have left and where they are needed most. » ECD programs: while very few ECD opportunities exist in Yemen, it is a core component of the MoE and YEC response. As such, it is important to determine where these activities are taking place, what is being used in terms of teaching materials and what experience can be drawn on to scale up implementation.

6.3 Assessment Strong, up-to-date data will continue to be necessary to inform the response in Yemen6. In conducting assessments, the YEC will use, at minimum, a harmonized approach and where possible, will lead joint education assessments. This will entail using the YEC Standards (found in the Framework) to guide the establishment of common units of measurement and develop agreed upon domains of inquiry. Further

6 As of March 2016 a comprehensive Secondary Data Review (SDR) revealed Education in Emergency priority thematic and geographic needs; this determination provides enough information to frame the response considering current Cluster partner capacity. As the response and the SDR progresses, the YEC team will reassess the need for further primary data collection.

16 coordination will be necessary to harmonize assessment methodologies and reporting requirements, to ensure consistent geographic coverage, to standardize questionnaires and to guarantee that tools account for sex and age disaggregated data and gender-responsive information.

Partners considering conducting an assessment should first contact the YEC team to share the plan including questionnaire and methodology. Once completing an assessment, partners should also share results (including datasets) with the YEC.

6.4 Inter-cluster coordination The YEC participates in the Inter-Cluster Coordination Group at the national and the sub-national levels to ensure education establishes the strongest possible collaboration with the other humanitarian sectors. The following are some ways in which the YEC will work across sectors:

Nutrition: Yemen faces high rates of childhood malnutrition, a risk to both health a and the high levels of stress that many children face will affect the absorption capacity of other vital organs, potentially diminishing the effectiveness of nutritional supplements, such as those used to treat children with malnutrition in emergencies. Access to education and safe learning spaces should link nutrition with stress reduction, improving a child’s nutritional status and brain development.

Mine Risk: Children in Yemen remain vulnerable to the hazard of landmines and unexploded remnants of war creating the risk of injury and death. YEC partners will work to ensure children have the skills and awareness to reduce their personal risk. However, the YEC must also ensure learning spaces are clear of hazards as well. As such, the YEC will work with the Early Recovery Cluster to ensure partners have access to professional disposal experts.

WASH: Each learning space must meet the SPHERE standard in terms of the provision of WASH facilities. This includes appropriate latrines for girls and boys, handwashing facilities and safe water for drinking. As YEC partners may not all have capacity to build this necessary infrastructure, the YEC will work with the Yemen WASH Cluster to bring appropriate facilities to all learning spaces.

Psychosocial Support: The YEC recognizes the need to provide Psychosocial Educational Support in the classroom, but that quality psychosocial support is, and should remain, an activity of the Child Protection AOR. The provision of such aid should be left to professional psychological counsellors that are not provided for under this Strategy. Teachers must be trained in Psychosocial Educational Support (see 6.3) so that they can

17 recognize children of concern, provide comfort, and refer them further to professional psychosocial counsellors and psychologists. “With the protection and psychosocial needs of children in mind, trained teachers can communicate critical lifesaving messages, model caring adult behaviour and help re-establish children’s trust; they have the potential to create a climate in the classroom that helps children heal.” (IRC)

Food Security & Livelihoods (FSL): According to the MoE and to assessment findings, one of the greatest impacts of the conflict on education is related to the loss of livelihoods for families. This decrease in economic stability for families leads to an inability for many to afford the primary and secondary costs of learning while leading many to involve children in labour. The YEC will work with the Food Security and Livelihoods Cluster to find solutions that decrease the need for families to compromise their children’s learning.

School Meals – FSL & Nutrition: Considering the high rates of malnutrition in Yemen and the financial constraints that prevent families from prioritizing education, it is important to consider school meals as a way to combat both. During the HRP revision, the YEC will work with both the Nutrition and the FSL Clusters to establish the most efficient way to deliver meals to children in schools and to monitor the activity.

6.5 Response times Yemen is one of only six countries in which the IASC has activated the L3 system-wide response. This identifies the emergency in Yemen as being of exceptional scale, complexity, urgency while also having low national capacity to respond. This makes it imperative that agencies review internal procedures to improve efficiency in- line with the emergency context. Considerations for this can include: » Pre-purchasing and prepositioning of EiE supplies; » Revising funding procedures to allow for faster allocation; » Review of logistical arrangements to understand gaps in delivery capacity; » Review of partnership agreements to improve coordination around service delivery.

6.6 Equity and Inclusivity YEC partners will work towards ensuring equitable and inclusive access to learning in all programming. This means, in accordance with INEE minimum standards (INEE) which asks that all EiE implementers take into consideration groups that may have difficulty accessing learning including: » physically and mentally disabled people; » those who suffer from severe mental health and psychosocial difficulties; » girls; » boys, vulnerable to recruitment and child labour; » youth; » children associated with armed forces and armed groups; » adolescent heads of household; » young mothers; » persons from particular ethnic or other social group. The YEC, along with the MoE, and all associated stakeholders are responsible for ensuring that all people have access to educational activities. Equity and inclusivity should be accounted for in all stages of response; from assessment, to program design, implementation, monitoring and reporting.

7. Thematic issues

7.1 Early Childhood Development The YEC will work to bring the right to education to all children of learning age from 3-18. This includes early childhood learning. In the first years of life, neurons in human brains form new connections at the astounding rate of 700-1000 per second, a pace that is not repeated again. Therefore, a child’s first few years are an unprecedented opportunity in life to ensure early childhood development (ECD) practices and programs set the foundation for life-long thriving. Investing in early childhood development is one of the most critical and cost- effective ways to improve adult health, education and productivity. It also empowers women, reduces violence, promotes environmental sensitivity, and can break the cycle of poverty to create a more sustainable and

18 prosperous world. In both regular and emergency settings, quality early childhood foundations can help ensure a smooth transition to primary school, a better chance of completing basic education, and a route out of poverty and disadvantage.

7.2 Classroom-centred Psychosocial Educational Support (PFA) Considering the considerable psychosocial concerns that face children during conflict, Psychosocial Educational Support must be a key element of the response. It is important to delineate what teachers can provide in the classroom, and what must be provided from trained, specialized psychosocial support experts. As such the YEC will work towards building capacity in all teachers to provide Psychosocial Educational Support. According to WHO, PFA includes: » providing practical care and support, which does not intrude; Specialized » assessing needs and concerns; services » helping people to address basic needs (for example, food and water, information); Focused, non- » listening to children, but not specialized supports pressuring them to talk; » comforting children and helping them Community and family supports to feel calm; (includes teachers) » helping children and their parents connect to information, services and Basic services and security social supports; » protecting children from further harm. Educators can provide psychosocial support to learners both by adapting the way they interact with learners, creating a safe and supportive environment in which learners may express their emotions and experiences, and by including specific structured psychosocial activities in the teaching/learning process. However, they should not attempt to conduct therapy, which requires specialized skills. Providing support for educators’ own psychosocial well-being is an essential component of supporting learners and should be considered in any program design.

7.3 Community mobilization & accountability An essential element of the response in Yemen will be working with communities to increase access to learning. While the YEC works to harmonize the EiE response at the national level, interventions must also be contextualized to match local priorities. Communities will be engaged to identify needs, and determine the most appropriate solutions. All YEC partners should consider this type of engagement as an essential element of their accountability to affected populations measures. Similarly, YEC partners must also determine how they will share information back with the communities with which they work.

Communities, as the most important stakeholders in the provision of education, will also be called upon to provide the messages and organize the resources needed to return and retain children in learning. YEC partners will approach this through communication campaigns but also through mustering local capacity to assist in implementation and maintenance of facilities.

8. Monitoring

8.1 Monitoring and reporting YEC activities In order to successfully coordinate and implement the YEC Strategy, the YEC must receive updated information pertaining to: 1. Current needs (partner assessment data, etc.); 2. Types and locations of partner activities;

3. Targets and achieved results of partner activities.

To accomplish this, the YEC team has developed the Yemen Education Cluster Monitoring Tool (ECMT) for partners to use to report this information. The activities contained in the ECMT are the same activities outlined in the Monitoring Framework above (Framework). All reported activities, therefore, should adhere strictly to the standards in the framework; activities (and beneficiaries of these activities) should not be reported in the ECMT unless they meet these standards.

Each organization should submit their ECMT updates to the YEC team once per month7. Within four days of submission, the YEC team will compile and analyze the ECMT data, produce various analysis products and share these products with the YEC and relevant stakeholders. This analysis will enable the YEC team to monitor the education response, formulate advocacy on behalf of partners, identify need and gaps, avoid duplication of response, and assist partners in their operational planning. This information will also be shared with donors for increasing funding to education and with OCHA for inter-cluster coordination purposes. The table below outlines the specific monitoring and reporting schedule. Action Responsible Day of month YEC Monitoring Tool updates submitted to the YEC team YEC Monitoring Tool focal point 4th from each YEC partner Data compiled and analysis products developed YEC team 8th Updated YEC analysis products shared during the national YEC YEC team 2nd Sunday of meetings held in Sana’a month8 Updated YEC Monitoring Tool analysis products shared during YEC team 1st week of the the sub-national YEC meetings held monthly in on sub- month national levels Updated YEC Monitoring Tool data shared with OCHA for their YEC team 10th 3W (Who’s doing What Where) and YHRP

8.2 Yemen Education Cluster Monitoring Tool: Information flow Each organization should assign a single focal point for submitting their ECMT updates to the YEC team. For organizations that are working in multiple governorates, the focal point may choose to have field staff in different governorates end him or her a separate copy of the ECMT file. Focal points should receive all ECMT files from their field staff and check for quality and accuracy of data. NOTE: focal points do NOT need to compile field-level ECMTs into a single file; this will be done automatically by the YEC team. The image below shows the ECMT information flow:

7 Should an escalation in the crisis occur, the reporting frequency may need to be increased. 8 Sana’a YEC meetings to be held on 2nd and 4th Sunday of every month and Aden YEC meetings 2nd and 4th Thursday; YEC MONITORING TOOL updates will only be done monthly and shared during the first of these meetings, respectively

Reports flow from Ministry of MoE approves YEC Cluster partners to the Education analysis products which YEC Team to the MoE flow back to Cluster partners

YEC Team

Partner Partner Org: Org: Focal Point Focal Point

Partner Partner Partner Partner Partner Org: Field Org: Field Org: Field Org: Field Org: Field

8.3 Monitoring and reporting occupation of schools and attacks on education In addition to monitoring and reporting on educational activities, the YEC has a responsibility along with the MoE to monitor and report the status of affected schools including occupation of schools9 and attacks on education10. The YEC team has developed a reporting form for Cluster partners to use to report occupation of schools and attacks on education. Reports should be submitted to the YEC team as soon as a partner is made aware of an incident; they should NOT wait for the monthly reporting as outlined above. The YEC team will compile reports into a single database and based on these reports will activate appropriate follow up activities (notification of appropriate bodies for verification/action, increased advocacy, etc.)

8.4 Information management and other support to the Ministry of Education  As shown above, information on partner activities and assessments (as well as occupation of schools and attacks on education as appropriate) will be shared directly with the Ministry of Education. All school-based data collection will strive to use the official Education Management Information System (EMIS) school codes to allow for seamless integration with MoE data. Furthermore, the YEC Information Management Officer will conduct regular capacity building opportunities for both Cluster partners and MoE staff in order to improve information management within the YEC.  MoE consider the process of national examination for grade nine and twelve a key point in concluding the schooling year which provide MoE accurate data on students enrolments and give students accreditation to move to the fallowing education stage, moreover it provides the education system in the country some credibility, therefore it is encouraged to be supported by the cluster partners.

9 Occupation of schools both by IDPs as well as armed forces or armed groups 10 Attacks on education may be defined as: Any intentional threat or use of force – carried out for political, military, ideological, sectarian, ethnic, religious, or criminal reasons – against students, educators, and education institutions. Examples may include: attacks on school infrastructure, looting/pillaging, attacks against students, teachers and other personnel, etc.

9. Resources

Resource & Link Description ACAPS: The Humanitarian Needs Assessment, the Good Enough Guidelines designed to help humanitarian staff Guide design and implement needs assessment in emergencies. This guide does not explain every http://acaps.org/img/documents/h-humanitarian-needs- activity that you will need to carry out for your assessment-the-good-enough-guide.pdf assessment, but it will take you step by step through the assessment process, offering a number of useful tools and resources. GEC: Education Cluster Coordination Handbook This Handbook is intended to provide Education http://educationcluster.net/?get=001197|2013/12/EC- Cluster Coordinators with information that guides Coordinators-Handbook_low2.pdf them in facilitating a coordinated and effective response to education needs in emergencies. It covers a wide range of issues, from an overview of co-leadership issues, tips on how to chair meetings and facilitate cluster partner collaboration, information management guidance, development of cluster plans and strategies and advocacy and resource mobilization. GEC: The Joint Education Assessment Needs Toolkit This toolkit gives guidance on secondary data that http://educationcluster.net/wp- can be collected prior to a crisis and discuss the content/uploads/2013/12/Ed_NA_Toolkit_Final.pdf process for collectively developing needs assessment tools, as well as providing templates than can be adapted to context. IASC: Cluster Coordination Reference Module Outlines the basic elements of cluster coordination https://www.humanitarianresponse.info/en/system/files/docume and intends to serve as a reference guide for field nts/files/cluster_coordination_reference_module_2015_final.pdf practitioners to help facilitate their work and improve humanitarian outcomes.

IASC: Emergency Response Preparedness Guidance Enables readiness for an immediate in-country https://www.humanitarianresponse.info/en/system/files/docume response by the broader humanitarian community nts/files/emergency_response_preparedness_2015_final.pdf and in conjunction with national action, vital in dealing with an unfolding emergency. IASC: Guidelines on Mental Health and Psychosocial support in Guidelines to enable humanitarian actors to plan, Emergency settings establish and coordinate a set of minimum multi- https://interagencystandingcommittee.org/system/files/legacy_fil sectoral responses to protect and improve people’s es/Guidelines%20IASC%20Mental%20Health%20Psychosocial%20 mental health and psychosocial well-being in the %28with%20index%29.pdf midst of an emergency.

IASC: Reference Module for the Implementation of the This document is primarily for managers of Humanitarian Programme Cycle (HPC) organisations that prepare for and respond to https://interagencystandingcommittee.org/system/files/hpc_refer humanitarian crises. It provides an overview of ence_module_2015_final_.pdf what needs to be done, when and by whom, to enable managers to allocate staff and tasks, sequence decisions and planning, and identify priorities INEE: Minimum Standards for Education: Preparedness, Response, A first step toward ensuring that education initiatives Recovery in emergency situations provide a solid and sound http://www.ineesite.org/en/minimum-standards basis for post-conflict and disaster reconstruction. IRC: Creating Healing Classrooms: Guide for Teachers and Teacher Guidelines for teacher and educators on how Educators education can play an integral role in the http://www.rescue.org/sites/default/files/migrated/resources/hci- psychosocial protection of children affected by the teachers-guide.pdf crisis.

MoE of Yemen: The Ministry of Education of Yemen Emergency Yemen’s Education Emergency Plan to ensure every

Plan child has access to safe and quality education. Unavailable online. Please contact YEC

MoE of Yemen: The Ministry of Education of Yemen Sector Plan Yemen's Education Sector Plan mid-term results http://www.globalpartnership.org/content/yemen-education- framework 2013-2015 established to ensure every sector-plan-mid-term-results-framework-2013-2015 child has access to basic quality education by 2015.

UNICEF: Cluster Coordination Guidance for Country Offices This document has been developed to assist UNICEF http://educationcluster.net/?get=002683|2015/05/Cluster- country offices to better fulfil Cluster lead agency Coordination-Guidance-for-CO-Eng-11-May.pdf (CLA) responsibilities in level 3 (L3) and other emergencies. WHO: Psychological First Aid: Guide for Field Workers Guidelines to enable humanitarians to support http://apps.who.int/iris/bitstream/10665/44615/1/978924154820 people in the immediate aftermath of extremely 5_eng.pdf stressful events. The guide covers psychological first aid, which involves humane, supportive and practical help to human beings suffering serious crisis events.

Annex 1

Early Childhood Development Kit (UNICEF) Technical Specifications: This kit is the revised Early Childhood Development Kit and is composed of 40 items. The kit aims to provide a range of activities to encourage the development and social interaction of children (playing, story-telling, numeracy etc) with materials also provided for caregivers. In addition, the kit provides water and sanitation items for the improved health and awareness of children.

Art Materials: 6 Crayon ,wax ,jumbo ,ass. Colors /BOX-8 8Crayon ,wax ,packs of 8 colors/BOX-10x8 2 Pencil, HB grade ,black/BOX-10 1 Pencil sharpener ,metal/PAC-20 2 Eraser ,soft ,for pencil/BOX-20 1 Scissors, safety, school ,B/B,135mm/BOX-10 1 S2657208 - Paper,plain,70cm wide,25m/ROLL 1 Pad,paper,coloured,A4,50 sheets/PAC-10 1 Tape ,adhesive , transp 1,5cm x 10m/BOX-20 1 Glue ,classroom use,BOT-170ml 5 Clay, modelling, assorted colour /BOX-6/8 10 Coloring pencils,12 ass cols ,in case 1 Drawing pad,white,A3,48 sheets/PAC-10

Reading Materials: 1 BOX- Book, children’s, cardboard

Play Items: 1 Building blocks ,wood ,coloured /SET-50 1 Jigsaw Puzzle,24pcs 1 Board Puzzle,4-8 pcs w/out pegs 1 Counting Circle,wood,app.20 pieces 1 Chain Puzzle,wood,coloured,5 pieces 1 Puzzle Blocks,6 sides,SET-12 1 Shape-sorter,app.9 pcs 1 Sort & Stack Set,plastic,19 stacking pcs 1 Dominos ,plastic ,white/SET-28 1 Beads,wood,col,6 shapes/BOX-50 1 Memory Game ,card/BOX 1 Puppet, hand, diff characters/SET-6 1 Puppet , finger,diff characters/SET-6 1 Ball ,rubber/foam,c10cm diam /NET-5

Water & Sanitation items: 5 Soap,toilet,bar,approx.110g,wrapped

Caregiver items: 1 Book,exercise,A4,ruled-8mm,96 pgs/PAC-10 1 Pen, ball-point, black, BOX-10 2 Marker,flipchart,colours,tip-5mm/PAC-4 1 Bag,plastic,A4,interlock seal/PAC-20 1 ECD Activity Guide, Arabic

Annex 2

Recreation Kit Contents (UNICEF)